Reading Comprehension Interventions for Students with Intellectual Disability: A Systematic Literature Review

Yıl 2020, Cilt: 21 Sayı: 4, 819 - 846, 01.12.2020

Kemal Afacan

https://doi.org/10.21565/ozelegitimdergisi.557692

Cited By: 4

Öz

The purpose of this literature
review was to examine the characteristics and effectiveness of reading
comprehension interventions for students with intellectual disability (ID).
Electronic databases were searched to identify reading comprehension studies
published between 2006 and 2019. A total of 13 emprical studies fit the
inclusion criteria. 109 students with ID participated in the studies. Results
showed that students with ID were able to develop effective reading
comprehension skills after interventions. This literature review highlights
effective strategies and materials used to teach reading comprehension skills
to students with ID. Limitations along with implications for future research
were provided.

Anahtar Kelimeler

intellectual disability, reading, literacy, comprehension, intervention

Zihin Yetersizliği Olan Öğrenciler İçin Okumada Anlam Müdahaleleri: Bir Sistematik Derleme

Öz

Bu derlemenin amacı zihin yetersizliği olan öğrenciler için okumada anlam müdahalelerinin özelliklerini ve etkililiğini incelemekti. Elektronik veri tabanları 2006 ve 2019 arasında yayınlanan okumada anlam çalışmalarını belirlemek için araştırıldı. Toplamda 13 deneysel çalışma derleme ölçütlerine uydu. Çalışmalarda 109 zihin yetersizliği olan öğrenci yer aldı. Sonuçlar zihin yetersizliği olan öğrencilerin müdahalelerden sonra etkili okumada anlam becerileri geliştirebildiklerini gösterdi. Bu derleme zihin yetersizliği olan öğrencilere okumada anlam becerilerini öğretmek için kullanılan etkili stratejileri ve materyalleri vurgulamaktadır. Sınırlamalar gelecek araştırmalar için çıkarımlar ile birlikte sunuldu.

Anahtar Kelimeler

zihin yetersizliği, okuma, okuryazarlık, anlam, müdahale

Kaynakça

• Adelson, J. L., Dickinson, E. R., & Cunningham, B. C. (2016). A multigrade, multiyear statewide examination of reading achievement: Examining variability between districts, schools, and students. Educational Researcher, 45, 258-262.
• Afacan, K. (2018). Examining the impact of early reading achievement, individual, and school characteristics on later outcomes of students with intellectual disability (doctoral dissertation). University of Wisconsin-Madison, Madison, WI.
• Afacan, K., Wilkerson, K. L., & Ruppar, A. L. (2018). Multicomponent reading intervention for students with intellectual disability. Remedial and Special Education, 39, 229-242. doi: 10.1177/0741932517702444
• Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24, 291-305.
• Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children, 80, 287-306. doi: 10.1177/0014402914522208
• Apitz, M., Ruppar, A., Roessler, K., & Pickett, K. J. (2017). Planning lessons for students with significant disabilities in high school English classes. Teaching Exceptional Children,49, 168-174.
• Bilgi, A. D., & Özmen, E. R. (2018). The effectiveness of modified multi-component cognitive strategy instruction in expository text comprehension of students with mild intellectual disabilities. Educational Sciences: Theory and Practice, 18, 61-84.
• Browder, D. M., Ahlgrim-Delzell, L., Courtade, G., Gibbs, S. L., & Flowers, C. (2008). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities. Exceptional Children, 75, 33–52. doi: 10.1177/001440290807500102
• Browder, D. M., Ahlgrim-Delzell, L., Flowers, C., & Baker, J. (2012). An evaluation of a multicomponent early literacy program for students with severe developmental disabilities. Remedial and Special Education, 33, 237–246. doi:10.1177/0741932510387305
• Browder, D. M., Gibbs, S., Ahlgrim-Delzell, L., Courtade, G. R., Mraz, M., & Flowers, C. (2009). Literacy for students with severe developmental disabilities: what should we teach and what should we hope to achieve? Remedial and Special Education, 30, 269-282. doi: 10.1177/0741932508315054
• Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend passages of text. Exceptionality, 21, 191-206.
• Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2009). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33, 3-12.
• Browder, D. M., & Xin, Y. P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. The Journal of Special Education, 32, 130-153. Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408. doi: 10.1177/001440290607200401
• Chiang, H. M., & Lin, Y. H. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 22, 259-267.
• Creech, J., & Golden, J. A. (2009). Increasing Braille practice and reading comprehension in a student with visual impairment and moderate mental retardation: An initial study and follow-up. Journal of Developmental and Physical Disabilities, 21, 225-233.
• Gargiulo, R. M., & Bouck, E. C. (2018). Etiology of intellectual disability and characteristics of students with intellectual disability. In R. M. Gargiulo, & E. C. Bouck (Eds.), Instructional strategies for students with mild, moderate, and severe intellectual disability (pp. 29-48). Thousand Oaks, California: Sage Publications Inc.
• Gronna, S. S., Jenkins, A. A., & Chin-Chance, S. A. (1998). The performance of students with disabilities in a norm-referenced, statewide standardized testing program. Journal of Learning Disabilities, 31, 482-493. doi: 10.1177/002221949803100506
• Hudson, M. E., & Browder, D. M. (2014). Improving listening comprehension responses for students with moderate intellectual disability during literacy class. Research and Practice for Persons with Severe Disabilities, 39, 11-29.
• Hudson, M. E., Browder, D. M., & Jimenez, B. A. (2014). Effects of a peer-delivered system of least prompts intervention and adapted science read-alouds on listening comprehension for participants with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 60-77.
• Hudson, M. E., Browder, D., & Wakeman, S. (2013). Helping students with moderate and severe intellectual disability access grade-level text. Teaching Exceptional Children, 45, 14-23.
• Hudson, M. E., & Test, D. W. (2011). Evaluating the evidence base of shared story reading to promote literacy for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 36, 34-45.
• Individuals With Disabilities Education Improvement Act of 2004, 20 U,S,C, § 1400 et seq. (2004), Reauthorization of the Individuals With Disabilities Education Act of 1990.
• Katims, D. S. (2001). Literacy assessment of students with mental retardation: An exploratory investigation. Education and Training in Mental Retardation and Developmental Disabilities, 36, 363-372.
• Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition. Research and Practice for Persons with Severe Disabilities, 36, 92-99.
• Kim, W., Linan‐Thompson, S., & Misquitta, R. (2012). Critical factors in reading comprehension instruction for students with learning disabilities: A research synthesis. Learning Disabilities Research & Practice, 27, 66-78.
• Kliewer, C., Fitzgerald, L., Meyer-Mork, J., Hartman, P., English-Sand, P., & Raschke, D. (2004). Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings. Harvard Educational Review, 74, 373-403.
• Knight, V. F., & Sartini, E. (2015). A comprehensive literature review of comprehension strategies in core content areas for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 1213-1229.
• Lesnick, J. Goerge, R. M., Smithgall, C., & Gwynne, J. (2010). A longitudinal analysis of third grade students in Chicago in 1996-97 and their educational outcomes. Chicago, IL: University of Chicago.
• Lundberg, I., & Reichenberg, M. (2013). Developing reading comprehension among students with mild intellectual disabilities: An intervention study. Scandinavian Journal of Educational Research, 57, 89-100.
• Mims, P. J., Browder, D. M., Baker, J. N., Lee, A., & Spooner, F. (2009). Increasing comprehension of students with significant intellectual disabilities and visual impairments during shared stories. Education and Training in Developmental Disabilities, 44, 409-420.
• Mims, P. J., Hudson, M. E., & Browder, D. M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27, 67-80.
• National Assessment of Educational Progress Report (2013). Retrieved from http://www.policyinsider.org/2013/11/page/2/
• National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
• No Child Left Behind Act (2002). Washington, DC: U.S. Department of Education.
• Ozmen, R. G. (2011). Comparison of two different presentations of graphic organizers in recalling information in expository texts with intellectually disabled students. Educational Sciences: Theory and Practice, 11, 785-793.
• Shurr, J., & Taber-Doughty, T. (2012). Increasing comprehension for middle school students with moderate intellectual disability on age-appropriate texts. Education and Training in Autism and Developmental Disabilities, 47, 359-372.
• Thompson, S., Thurlow, M., Spicuzza, R., & Parson, L. (1999). Participation and performance of students receiving special education services on Minnesota's Basic Standards Tests: Reading and math, 1996 through 1998. Washington, DC: Office of Educational Research and Improvement.
• Trexler, E. L. (2013). Categorical differences in statewide standardized testing scores of students with disabilities (doctoral dissertation). Keiser University, Fort Lauderdale, FL.
• U.S. Department of Education (2009). Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, State and Local Implementation of the No Child Left Behind Act, Volume V—Implementation of the 1 Percent Rule and 2 Percent Interim Policy Options, Washington, D.C.
• Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University.
• Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78, 89-106. doi: 10.1177/0014402911078001
• Wood, L., Browder, D. M., & Flynn, L. (2015). Teaching students with intellectual disability to use a self-questioning strategy to comprehend social studies text for an inclusive setting. Research and Practice for Persons with Severe Disabilities, 40, 275-293.